THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT (TGT) ON STUDENT ACHIEVEMENT ON HEAT AND TEMPERATURE TOPIC IN CLASS X SMA N 1 BERASTAGI AT ACADEMIC YEAR 2012/2013.

THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT (TGT) ON STUDENT’S

ACHIEVEMENT ON TEMPERATURE AND HEAT TOPIC IN CLASS X SMA N 1 BERASTAGI

AT ACADEMIC YEAR 2012/2013

By: Rita Situmorang Reg.Number 409322027

Study Program Bilingual Physics Education

THESIS

Submitted to Acquire Eligible Sarjana Pendidikan

PHYSICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

MEDAN 2013

PREFACE

The authors say the praise and gratitude to God Almighty, for all the graces and blessings that provide health and wisdom to the author that this study can be completed properly in accordance with the planned time.

Thesis entitled "The Effect of Cooperative Learning Model type Teams Games Tournament (TGT) on student’s Achievement on Temperature and Heat Topic in Class X SMA N 1 Berastagi at Academic Year 2012/2013 ", prepared to obtain a Bachelor's degree Physical Education, Faculty of Mathematics and Natural Science in State University of Medan.

On this occasion the authors like to thank Mr Prof. Dr. Sahyar, M.Si, M.M as Thesis Advisor who has provided guidance and suggestions to the author since the beginning of the study until the completion of this thesis writing. Thanks also to Prof. Dr. Motlan Sirait, M.Sc., Ph.D., Dra. Derlina, M.Si, Drs. Makmur Sirait, M.Si, who have provided input and suggestions from the research plan to complete the preparation of this thesis. Thanks also presented to Dr. Ridwan A. Sani, M.Si as the Academic Supervisor and also the entire Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the author. Appreciation were also presented to Headmaster and all teacher in SMA 1 Berastagi who have helped during this research. I would like to thank especially to my father Parlindungan Situmorang and my mother Sabarita Sinuraya and also my sister Lenny P.S Situmorang, my brother Beny P Situmorang , James J Situmorang and all family especially my Uncle Herman Sinuraya, Iwan Hendra Sinuraya, and Dedi Sinuraya, and my Aunt Sehate br Sinuraya, who have prayed and gave me encouragement and funding to complete the study in Unimed. Especially thanks to all my friend in Bilingual Physics Class 2009, Agnesia M Damanik, Astrid Pasadena Harahap, Avolen Siahaan, Carolina Nainggolan, Debora Betty Sitanggang, Dewi Situmorang, Evi Valentine Silalahi, Fetriana Simanihuruk, Gita Ravhani Anugrah, Hanna Monika Hutabarat, Henriko Hutabarat, Janiar Satrini Gultom, Jefri Waruwu, Lucius Marbun, Mas Andri Marbun, Pretty T.M Ambarita,

Rani S.N Damanik, Ribka Tambunan, Rika Yulia Fitri, Riris M Rumahorbo, and Tionar M Malau who have helped, prayed and gave supported to author. I also would like to thank to my best friend Ebtaria Chairisa Nadeak, my friends in pondok putri no 112 are K’ Laurent K’ Fitri, K’Cheasy, Winda, and also my brother B’ Agus, B’ Chevin, B’Sintong and B’Niko who have helped and gave suppported during my research. And the specially thank to my Lovely Boy Lucius Marbun who have helped and gave supported during research.

The author has endeavored to as much as possible in completing this thesis, but the author is aware there are many drawbacks in terms of both content and grammar, then the authors welcome any suggestions and constructive criticism from readers for this thesis perfectly. The author hope the contents of this paper would be useful in enriching the repertoire of knowledge.

Medan, Juny 2013 Author,

THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT (TGT) ON STUDENT ACHIEVEMENT ON

HEAT AND TEMPERATURE TOPIC IN CLASS X SMA N 1 BERASTAGI AT ACADEMIC YEAR

2012/2013

RITA SITUMORANG (409322027) ABSTRACT

The purpose of this research are : 1) To know the activities level of student as long the process of learning by using Cooperative Learning Model type TGT and Direct Instruction Model on Temperature and Heat Topic in Class X RSBI SMA N 1 Berastagi Academic Year 2012/2013. 2) To know student Achievement by using Cooperative Learning Model type TGT and Direct Instruction Model on Temperature and Heat Topic in Class X RSBI SMA N 1 Berastagi Academic Year 2012/2013. 3) To know the effect of Cooperative Learning Model type TGT in student achievement on Temperature and Heat Topic in Class X RSBI SMA N 1 Berastagi Academic Year 2012/2013. The type of research is experimental research. The population is all students of class X SMA N 1 Berastagi Academic Year 2012/2013, consist of 9 classes. Two classes selected by cluster random sampling. One class as experiment class and another class as control class. Experiment class using Cooperative Learning Model type Teams Games Tournament (TGT) and control class using Direct Instruction Model. The instrument in this research is multiple choices and observation sheet, multiple choices with 5 obtains and had 20 questions was valid and observation sheet to measure the activity of students. The test like multiple choices given in pre-test and post-pre-test, and the observation sheet used in every meeting in twice of classes. To test the hypothesis using test t, but previously must tested the normality and homogeneity of the data. The result of research get the level of student’s activity in experiment class is good criteria with the developed are the first meeting 79.70, the second meeting is 80.59, and the third meeting is 80.60 and in control class is less category with the developed are the first meeting 62.05, the second 63.47 and the last is 67.64 . From this research get the average of pre-test in experiment class is 39.37 and in control class is 40.00. After had the treatment in every class, so the average of post-test in class with treatment Cooperative Learning Model type Teams Games Tournament (TGT) is 80.78 while in class with Direct Instruction treatment get 68.90. In hypothesis test get tcalculate > ttable is 5.18 > 1.99 in significant value α = 0,05 and dk = 62. It mean of Ha accept is have the effect of Cooperative Learning Model type Teams Games Tournament (TGT) on Student Achievement on Heat and Temperature Topic in Class X SMA N 1 Berastagi at Academic Year 2012/ 2013.

Key Word : Cooperative Learning Model type Teams Games Tournament (TGT), Student Achievement, activity.

TABLE OF CONTENT

Ratification Sheet i

Biography ii

Abstract iii

Preface iv

Table of Content vi

List of Figure ix

List of Table x

List of Appendix xii

CHAPTER 1 INTRODUCTION

Background 1

Problem Identification 3

Research Scope 3

Research Question 4

Objective Research 4

Significance of Research 5

CHAPETER II LITERATURE REVIEW

Theoretical Framework 6

Definition of Learning 6

Principle of Learning and Teaching 7

Model’s of Teaching 8

Direct Instruction Model 8

2.2.1.1 Syntax and Flow Over all Learning 8 2.2.1.2 Lesson Direct Instructional Model 9

Cooperative Learning 11

Definition of Cooperative learning model 11

Goals of cooperative learning 13

Characteristic of cooperative Learning 14

Cooperative learning type TGT (teams games tournament) 16 2.2.3.1 Steps of Cooperative Learning type TGT 17

Learning Activity 22

Student Achievement 23

Cognitive Domain 24

Affective Domain 25

Psychomotor Domain 26

Heat and Temperature 27

Temperature 27

Temperature Measurement 28

The substance expansion 29

Heat 33

Specific Heat and heat capacity 33

Black Principle 34

Substance Transformation 34

Heat Transfer 36

Older Research 39

Conceptual Framework 40

Hypothesis 43

CHAPTER III RESEARCH METHOD

Location and time of research 44

Population and sample research 44

Population Research 44

Sample Research 44

Research Variable 44

Independent variable 44

Dependent Variable 44

Type and Design of Research 45

Type of Research 45

Design of Research 45

Research Instrument 46

The validity of item test 47

Observation 50

Technique of Data Analysis 54

Finding mean and deviation standard 54

Normality Test 54

Homogeneity Test 55

Hypothesis Test 56

CHAPTER IV. RESEARCH RESULT AND DISCUSSION

Research Result 59

4.1.1 Pre-Test Score of Student 59

4.1.2 Data Analysis of Pre- Test 61

4.1.2.1 Normality Test of Pre-Test Data 61 4.1.2.2 Homogeneity test of Pre-Test 61 4.1.2.3 Hypothesis Test of Pre-Test 62

4.1.3 Post Test Value of Student 62

4.1.3.1 Data Analysis of Post-Test 64 4.1.3.2 Normality Test of Post-Test Data 64 4.1.3.3 Homogeneity Test of Post-Test 64 4.1.3.4 Hypothesis Test of Post- Test 65 4.1.4 Question Category Value Experiment an Control Class 65

4.1.5 Observation 66

Research Findings 68

Discussion 69

CHAPTER V. CONSLUSION AND SUGGESTION

Conclusion 72

Suggestion 73

REFFERENCES 74

LIST OF TABLE

Table 2.1 Syntax of Direct Instructional Model 9 Table 2.2 Different of learning with cooperative learning model and

Conventional learning 14

Table 2.3 Steps of cooperative learning type TGT

(Teams Games Tournament) 17

Table 2.4 Score sheet in cooperative learning type TGT 21 Table 2.5 Calculation point for 4 players 21 Table 2.6 Criteria appreciation of group table 21

Table 2.7 Category of cognitive Domain 25

Table 2.8 Category of Affective Domain 25

Table 2.9 Category of Psychomotor Domain 26 Table 2.10 Coefficient of length expansion several substance

at room temperature 30

Table 2.11 Result of the effect model cooperative learning type TGT 39

Table 3.1 Research Design 45

Table 3.2 Test Category about heat and temperature 46 Table 3.3 Student Activity Table Observational Assessment in

Experiment Class 50

Table 3.4 Student Activity Table Observational Assessment in

Experiment Class 51

Table 3.5 Guidelines for scoring observations of student learning activities in experiment class using model cooperative Teams

Games Tournament 52

Table 3.6 Guidelines for scoring observations of student learning activities in control class using Direct Instruction model 53 Table 3.7 Criteria and Assessment Percentage 53 Table 4.1 Pre-Test Score and Post-Test Score in Experiment and

Control Class 59

Table 4.3 Normality Test of Pre-Test data in Experiment and Control

Class 61

Table 4.4 Homogeneity Test of Pre-Test Data 61 Table 4.5 Hypothesis Test of Pre-Test Data 62 Table 4.6 Post-Test Data in Experiment and Control Class 63 Table 4.7 Normality Test of Post-Test Data in Experiment and

Control Class 64

Table 4.8 Homogeneity Test of Post-Test Data 64 Table 4.9 Hypothesis Test of Post-Test Data 65 Table 4.10 Percentage student can answer every category 65 Table 4. 11 The average of Student Activity 67

LIST OF FIGURE

Figure 2.1 Scheme Tournament Table of Cooperative

Learning type TGT 20

Figure 2.2 Thermometer 28

Figure 2.3 Scheme of difference cooperative learning type TGT

with conventional learning 42

Figure 3.1 Flow chart from Design of Research 49

Figure 4.1 Column Diagram Pre test value data in Experiment Class 60 and Control Class.

Figure. 4.2 Column Diagram Post test value data in Experiment Class 63 and Control Class

Figure.4.3.Coloum diagram of student percentage can answer every 66 category.

LIST OF APPENDIX

Appendix 1. Lesson Plan Meeting I 76

Appendix 2. Lesson Plan Meeting II 94

Appendix 3. Lesson Plan Meeting III 108

Appendix 4. Student Worksheet I (LKS) 125

Appendix 5. Student Worksheet II (LKS) 127

Appendix 6. Lattice of Test 128

Appendix 7. Learning Achievement Test 136

Appendix 8. Key Answer of Test 142

Appendix 9. Guidelines for scoring observation of student learning activities in experiment class using model cooperative

teams games tournament 143

Appendix 10. Guidelines for scoring observation of student learning activities in control class using direct instruction model 144 Appendix 11 Observation Student Activity Table in Experiment Class 145 Appendix 12 Observation Student Activity Table in Control Class 152 Appendix 13. Pre-Test and Post-Test Data in Experiment Class 158 Appendix 14. Pre-Test and Post-Test Data in Control Class 160 Appendix 15. Calculation of Average Score and Deviation Standard

of Pre-Test and Post-Test in Experiment Class 162 Appendix 16. Calculation of Average Score and Deviation Standard

of Pre-Test and Post-Test in Control Class 164

Appendix 17. Normality Test 166

Appendix 18. Homogeneity Test Data 171

Appendix 19. Hypothesis Test 174

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INTRODUCTION 1.1.Background

Education in schools is aim to improve learning outcome and learning activity especially in Physics lesson ( Sudjana, 2009). Education is very important in daily life. The lack of student motivation to develop their ideas and weakness on learning during the learning process is being rapidly increased as the main problem facing on our national education now days. A good learning process is centered learning to students. Student centered learning to enabling students in teaching. Students can understand the lesson through the experience gained in learning. Otherwise few of students can master a lesson when students are only accepted from what is conveyed by the teacher. Therefore we need a method of learning that can attract students' interest in learning. The method in question is the method cooperative learning.

The quality of education in Indonesia still low and very concern. Based on data from Educational For All (EFA), development index education in Indonesia for all or education increased. If last year Indonesia have in rating 65 , this year increasing to rating 69 ( Kompas, march 3th 2011)

So we can conclude the average student does not achieve the expected completeness criteria (KKM). Based on the observations made in December-January found the cause of student learning achievement low that are in the subjects of physics are physics students think it's very difficult, a lot of memorizing formulas student interaction with teachers is low.

Low of education in Indonesia show in student outcome in all lesson programs, especially in physics program.The facts shown in the results of observation in RSBI SMA N 1 Berastagi, Base on date from SMA Berastagi, have a % student graduate KKM in class X is 13 % at 2010 year, 15% at 2011 year and 12 % at 2012. Have a rotate frequency. In class XI get a 15% student at 2010, 12% at 2011, and 16 % at 2012. That data same with class X, it’s have rotate frequency. And the last is in class XII have data is 14% at 2010, 14% at 2011, and the last 14% at 2012. All the

2

data make conclude is from every class have a little student get KKM. So the student achievement as especially in physics is still low.

Base on interview with some physics’ teacher in SMA N Berastagi. The conclusion is that the model which often used by teachers with used conventional approach model and practice in the physical’s laboratory. That is why the interaction of student and teacher less. The consequence, most the student passive in class. Just come, sit, silent, and go home.

The method can be used to handle low of student learning outcomes and low level of student activity are using learning model students centre. Being active student in learning, then student more meaningful because the student immediately invented to construction learning. Cooperative learning is the group learning model that has rule certain. The basic principles of cooperative learning is student making small group and mutual teaching with other to get aim together. In the cooperative learning, student can teach the other students who are less intelligent without feeling aggrieved. The students who are less intelligent can learn in the pleasant situation, because many friends can help and motivate. Student whose who previously accustomed to being passive after using cooperative learning will be forced active participation so that they can be received in their group member. (Priyanto, 2007)

Cooperative (TGT)Teams Games Tournament is organizational strategy which can be used in any subject matter area. Students are placed in four member heterogeneous teams. They receive a teacher directed lesson, help one another master the material, and compete in weekly tournaments. The tournaments are organized by

″tables″ of three similarly achieving students from different four member teams. In

other words, high achieving students are regrouped to compete with other low achieving students; low achieving students compete with other low achieving students. The winner of a tournament table earns points for his or her original four person team. High scoring teams receive team rewards like certificates or other group recognition (De Vries, 1972).

3

This model has been researched by Manalu (2005). Based on the research that has been done, he concluded that the through model of teaching, outcomes of Physics learning improved where it is applied cooperative learning model TGT and average value of control class was 46,46. However, after this model was applied and obtained the result of post-test experiment class was 66, 75 and the average control class was 63, 05. From the research it can be concluded that the cooperative learning model TGT can improve student learning outcomes significantly. Therefore, researcher try to do research using some learning model, nut the differences study aims to find out or not the effect of type cooperative learning model TGT to activity of student. The reason that researcher saw teaching using conventional approach in learning.

Based on the factor, writer want to do research the title “The effect of Cooperative Learning Model Type TGT(Teams Games Tournament) on Student Learning Achievement on Temperature and Heat Topic in Class X SMA N 1 Berastagi at Academic Year 2012/2013”

1.2.Problem Identification

Based on background, so we get the problem identification as follows: 1. Students outcome still low ( some student get standard KKM)

2. Activities student in learning process is low, so answering the teacher question only some student.

3. Direct Instruction model selection make students not active while the model make teacher learning centre

1.3.Research Scope

1. Model of learning that use a Cooperative Learning Model type (TGT) Teams Games Tournament.

2. Student activity in learning process on Direct Instruction Model and Cooperative Learning Model type TGT (Teams Games Tournament).

4

3. Student achievement in learning process on Direct Instruction Model and Cooperative Learning Model type TGT (Teams Games Tournament)

1.4.Research Question

Based on binderies of the problem, the formulations of the problem in this research are:

1. How level of student learning activities using Cooperative Learning Model type TGT and Direct Instruction Model on Temperature and Heat topic in Class X RSBI SMA N 1 Berastagi Academic Year 2012/2013?

2. How value student learning achievement using Cooperative Learning Model type TGT and Conventional Model Direct Instruction Model on Temperature and Heat Topic in Class X RSBI SMA N 1 Berastagi Academic Year 2012/2013?

3. Are the effect of Cooperative Learning Model type TGT in student learning achievement on Temperature and Heat Topic in Class X RSBI SMA N 1 Berastagi Academic Year 2012/2013

1.5Objective Research The purposes of this research are:

1. To know the activities level of student as long the process of learning by using Cooperative Learning Model type TGT and Direct Instruction Model on Temperature and Heat Topic in Class X RSBI SMA N 1 Berastagi Academic Year 2012/2013

2. To know student learning Achievement by using Cooperative Learning Model type TGT and Direct Instruction Model on Temperature and Heat Topic in Class X RSBI SMA N 1 Berastagi Academic Year 2012/2013

5

3. To know the effect of Cooperative Learning Model type TGT in student learning achievement on Temperature and Heat Topic in Class X RSBI SMA N 1 Berastagi Academic Year 2012/2013

1.6Significance Research The benefits of this research are: 1. Institute and school

Provide input on School-related with the use cooperative learning model type TGT to be used as a material consideration in determining a better teaching 2. Teacher

The use of cooperative learning model type TGT expected to be useful for teacher in teaching and learning process so that it can enhance the activity, creativity and comprehension for student to form the desired learning process and achievement of good and teaching activities

3. Researcher

Add knowledge or insight in using methods cooperative learning model TGT. It can be used or training material and development in the implementation of learning process

4. Researcher further

As an input for the further researcher in the application of cooperative Learning Model Type TGT for further research in Physics education research

CHAPTER V.

CONCLUSION AND SUGGESTION 5.1 Conclusion

Based on result research and data collection, can be concluded that:

1. Student activity frequency in experiment class have Cooperative Learning Model type Teams Games Tournament after three times meeting concluded to good category. While the students activity in control class have direct Instruction Model after three times meeting is concluded to less category.

2. Students pretest value in experiment class has Cooperative Learning Model type Teams Games Tournament concluded to low category. While in control class has the Direct Instruction model conclude to low category too. While the student post-test value in experiment class has Cooperative Learning Model type Teams Games Tournament it’s concluded to good category. While in control class has the Direct Instruction model it’s concluded to enough categories.

3. Have the effect of Cooperative Learning Model Type Teams Games Tournament on student’s achievement on Temperature and Heat topic in class X SMA N 1 Berastagi Academic Year 2012/2013. It means Cooperative Learning Model Type Teams Games Tournament better than Direct Instruction Model to increase of student achievement.

5.2 Suggestion

Based on discussion of research result and conclusion above, writer give suggestions as below:

1. For further researcher who wants to observe using Cooperative Model Type

Teams Games Tournament, observer must make students more active in

tournament phase.

2. For further researcher who wants to observe more using Cooperative Model Type

Teams Games Tournament to do more efficiently may using a media in learning

process, so can increased of student achievement.

3. For further researcher who wants to observe more using Cooperative Model Type

Teams Games Tournament should more make the experiments and observations

can be implemented, it would require the creativity of teachers to design and create a simple lab instruments.

REFERENCES

Abdullah M, R, 2009. A study on Effect of Science Activities on Fostering Creativity in Preschool Children Volume 6: Turkish Science Educational

Adelya, F, 2012. Pengaruh Model Pembelajaran Kooperative Tipe Team

Games Turname (TGT) Terhadap Hasil Belajar Siswa pada Materi Pokok

Materi dan Perubahan Wujud di Kelas VII SMP N 1 Percut Sei Tuan.

Medan: FMIPA UNIMED

Arikunto, S, 2005. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta

Arikunto, S, 2006. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Fidelia, N, 2009. Cooperative Learning Aproach and Student’s Achievement in Sociology Volume 3: An International Multy- Disciplinary Journal Ethiopia

Johnson, D and Roger T, 2009. An Educational Psychology Success

Story: Social Interdependence Theory and Cooperative Learning. America:

American Educational Research Association

Joyce, B, 2004. Models of Teaching. New Jersey: Prentice/Hall International. Ing

Kanginan, M, 2007. Fisika SMA untuk Kelas X. Cimahi: Aksara Pratama

Long, M, 2000. The Psychology of Education. London and New York: Routledge

Manalu, W, 2011. Pengaruh Model Pembelajaran Kooperatif Tipe TGT (Team Games Tournament) Terhadap Hasil Belajar Siswa pada Materi Pemuaian

Zat di Kelas VII SMP Swasta Prayatna

Medan. Medan: FIMPA UNIMED

Olarewaju, A, 2012. Achievement in Cooperative versus Individualistic goal

structured junior secondary school Mathematics Clasroom in Nigeria Volume 3 : International Jurnal of Matematics and Tren Technology.

Purwanto, B, 2009. Theory and Application of Physics. Solo: Tiga Serangkai

Purwnato, N.2009. Prinsip-prinsip dan teknik evaluasi pembelajaran. Jakarta: Remaja Rosdakarya

Sadirman, A, 2009. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT. Raja Grapindo Persada

Sanjaya, W, 2006. Strategi Pembelajaran. Jakarta: Kencana

Sanjaya, W, 2009. Strategi Pembelajaran Berorientasi Standar Proses

Pendidikan. Jakarta: Kencana

Seligman, M, 2009. Positive Education: Positive Psychology and Classroom

Interventions. USA: Routledge

Slavin, R. E, 2005. Cooperative Learning: (theory, research and practice). London: Allymand Bascon

Sudjana, 2009. Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya

Sugiyono, 2011. Statistika untuk Penelitian. Bandung: Alfabeta

Sunardi, 2008. Fisika Bilingial untuk SMA/MA Kelas X Semester 1 dan 2. Bandung: Yrama Widya

Trianto, 2009. Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana

Wulani, S, 2010. Pengaruh Model Pembelajaran Cooperative Tipe TGT (Team Games Tournament) Terhadap Hasil Belajar Siswa pada Materi Bunyi di

Kelas VIII MTS N 3 Medan pada Tahun Akademik 2009/2010.

5

3. To know the effect of Cooperative Learning Model type TGT in student learning achievement on Temperature and Heat Topic in Class X RSBI SMA N 1 Berastagi Academic Year 2012/2013

1.6 Significance Research

The benefits of this research are: 1. Institute and school

Provide input on School-related with the use cooperative learning model type TGT to be used as a material consideration in determining a better teaching 2. Teacher

The use of cooperative learning model type TGT expected to be useful for teacher in teaching and learning process so that it can enhance the activity, creativity and comprehension for student to form the desired learning process and achievement of good and teaching activities

3. Researcher

Add knowledge or insight in using methods cooperative learning model TGT. It can be used or training material and development in the implementation of learning process

4. Researcher further

As an input for the further researcher in the application of cooperative Learning Model Type TGT for further research in Physics education research

CHAPTER V.

CONCLUSION AND SUGGESTION 5.1 Conclusion

Based on result research and data collection, can be concluded that:

1. Student activity frequency in experiment class have Cooperative Learning Model type Teams Games Tournament after three times meeting concluded to good category. While the students activity in control class have direct Instruction Model after three times meeting is concluded to less category.

2. Students pretest value in experiment class has Cooperative Learning Model type Teams Games Tournament concluded to low category. While in control class has the Direct Instruction model conclude to low category too. While the student post-test value in experiment class has Cooperative Learning Model type Teams Games Tournament it’s concluded to good category. While in control class has the Direct Instruction model it’s concluded to enough categories.

3. Have the effect of Cooperative Learning Model Type Teams Games Tournament on student’s achievement on Temperature and Heat topic in class X SMA N 1 Berastagi Academic Year 2012/2013. It means Cooperative Learning Model Type Teams Games Tournament better than Direct Instruction Model to increase of student achievement.

5.2 Suggestion

Based on discussion of research result and conclusion above, writer give suggestions as below:

1. For further researcher who wants to observe using Cooperative Model Type Teams Games Tournament, observer must make students more active in tournament phase.

2. For further researcher who wants to observe more using Cooperative Model Type Teams Games Tournament to do more efficiently may using a media in learning process, so can increased of student achievement.

3. For further researcher who wants to observe more using Cooperative Model Type

Teams Games Tournament should more make the experiments and observations

can be implemented, it would require the creativity of teachers to design and create a simple lab instruments.

REFERENCES

Abdullah M, R, 2009. A study on Effect of Science Activities on Fostering Creativity in Preschool Children Volume 6: Turkish Science Educational

Adelya, F, 2012. Pengaruh Model Pembelajaran Kooperative Tipe Team

Games Turname (TGT) Terhadap Hasil Belajar Siswa pada Materi Pokok Materi dan Perubahan Wujud di Kelas VII SMP N 1 Percut Sei Tuan. Medan: FMIPA UNIMED

Arikunto, S, 2005. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta

Arikunto, S, 2006. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Fidelia, N, 2009. Cooperative Learning Aproach and Student’s Achievement in Sociology Volume 3: An International Multy- Disciplinary Journal Ethiopia

Johnson, D and Roger T, 2009. An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. America:

American Educational Research Association

Joyce, B, 2004. Models of Teaching. New Jersey: Prentice/Hall International. Ing

Kanginan, M, 2007. Fisika SMA untuk Kelas X. Cimahi: Aksara Pratama

Long, M, 2000. The Psychology of Education. London and New York: Routledge

Manalu, W, 2011. Pengaruh Model Pembelajaran Kooperatif Tipe TGT (Team Games Tournament) Terhadap Hasil Belajar Siswa pada Materi Pemuaian

Zat di Kelas VII SMP Swasta Prayatna

Medan. Medan: FIMPA UNIMED

Olarewaju, A, 2012. Achievement in Cooperative versus Individualistic goal

structured junior secondary school Mathematics Clasroom in Nigeria Volume 3 : International Jurnal of Matematics and Tren Technology.

Purwanto, B, 2009. Theory and Application of Physics. Solo: Tiga Serangkai

Purwnato, N.2009. Prinsip-prinsip dan teknik evaluasi pembelajaran. Jakarta: Remaja Rosdakarya

Sadirman, A, 2009. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT. Raja Grapindo Persada

Sanjaya, W, 2006. Strategi Pembelajaran. Jakarta: Kencana

Sanjaya, W, 2009. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana

Seligman, M, 2009. Positive Education: Positive Psychology and Classroom Interventions. USA: Routledge

Slavin, R. E, 2005. Cooperative Learning: (theory, research and practice). London: Allymand Bascon

Sudjana, 2009. Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya

Sugiyono, 2011. Statistika untuk Penelitian. Bandung: Alfabeta

Sunardi, 2008. Fisika Bilingial untuk SMA/MA Kelas X Semester 1 dan 2. Bandung: Yrama Widya

Trianto, 2009. Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana

Wulani, S, 2010. Pengaruh Model Pembelajaran Cooperative Tipe TGT (Team Games Tournament) Terhadap Hasil Belajar Siswa pada Materi Bunyi di

Kelas VIII MTS N 3 Medan pada Tahun Akademik 2009/2010.